Rationale: This lesson will help
children identify /t/, the phoneme represented by T. Students will learn to
recognize /t/ in spoken words by learning a meaningful representation (ticking
motion with arm) and the letter symbol T, practice finding /t/ in words, and
apply phoneme awareness with /t/ in phonetic cue reading by distinguishing
rhyming words from beginning letters.

1. To begin the
lesson, I will first introduce the letter /t/ by asking if anyone can tell me
what sound a clock makes? Tick tock, tick tock, is right! Today we are going to
work on saying and locating the letter /t/. We
will now work on the /t/ sound by using our hands to tick-tock like a clock. We
will put our arms up and wave them like windshield wipers going back and forth.

2. I will then
discuss how the tongue hits the roof of your mouth then pushes against the front
of your teeth to make the /t/ sound. We will all try making the /t/ sound
together. We will next try to make the sound like a clock, tick-tock, tick-tock!

3. Let me show you
how to find /t/ in the word letter.I'm going to stretch letter out very slowly and listen for /t/.L-ee-ttt-ee-r.Slower:
ll-ee-tttt-ee-rr. There it was!I
felt my tongue then the roof of my mouth. I can hear myself say /t/ in
letter.

4. Let's try a tongue
tickler [on chart]. "Timmy taught tigers to tumble." Everybody say it three
times together tick your arms each time you hear /t/. Now say it again, and this
time, stretch the /t/ at the beginning of the words as I point to them. "Ttttt-i-mmmm-yyy
tttttaaaauggghtt ttttt-i-ggg-e-rrr-s tttt-ooo ttt-u-mm-b-l-eee." Try it again,
and this time break it off the word: “/t/immy /t/aught /t/igers /t/o /t/umble. “

5. [Have students
take out primary paper and pencil]. We use letter t to spell /t/. Can we
all hold our pencil on the dotted line that has fence written beside it on our
paper? Now, take you pencil straight down all the way to the sidewalk. Now all
you have to do is draw another line along the fence. Now you have made the
letter t! After I put a smile on your paper, I want you to make five more just
like it.

6. Call on students
to answer and tell how they knew: Do you hear /t/ in stack or tack? Tap or Map? Son
or ton? Let's see if you can spot the mouth move /t/ in some
words. Tick-tock your arms when you hear /t/: tiger, monkey, tent, ball,
cake, table, mop.

7. I will explain and
then read this story about the letter /t/ called, Tony's Trip and the letter
T (Alphabet Friends) by Cynthia Fitterer Klingel and Robert B. Noyed. This
book is about a little boy named Tony and his trip to a toy store where he is
introduced to the letter t. Does anyone here the /t/ sound in the title of this
story? Listen really close for the /t/ sound: "Tony's Trip to the Toy store.
Let's read and
see what Tony finds in the Toy Store that starts with the letter t! Keep a close
listen for each toy that has the /t/ sound. After, have each student draw a
picture of toy that has the letter /t/ sound.

8. Show TAP and model
how to decide if it is tap or map: The T tells me move my arms like a
clock and move my tongue from the roof of my mouth to my teeth, /t/, so this
word is ttt-aaa-ppp.You try
some: TENT: tent or sent? TABLE: table or stable? TOCK: tock or clock?

9. For assessment,
distribute the worksheet.Students
are to complete the partial spellings by coloring the pictures that begin with
T. I will call on students to discuss their answers to the worksheet and
procedure #8. http://www.kidzone.ws/kindergarten/t-begins2.htm